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It frames teacher flexibility as a way to structure an ever-growing body of children’s books, reducing a sense of helplessness from overwhelming volume. The approach contrasts “openness” and “closed” grade-bound methods, emphasizing playful exploration, anticipation, and deeper thinking that helps students move beyond familiar, perfunctory responses.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-literature-in-the-elementary-school-a-model-for-wide-reading/600601/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"dhado","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"What is the “World’s Fair” model for teaching literature?","Question",{"text":106,"@type":107},"It uses the structure and spirit of a World’s Fair to involve children in wide reading, encouraging exploration across genres while building language ability and literary appreciation.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"How does an “open” approach differ from a “closed” approach?",{"text":111,"@type":107},"An “open” approach centers expectancy and wonder, exploring beyond narrow grade requirements. A “closed” approach focuses on familiar titles and predictable book reports, which limits meaningful engagement.",{"name":113,"@type":104,"acceptedAnswer":114},"Why does the model emphasize “play” and anticipation?",{"text":115,"@type":107},"It introduces learning incentives through a sense of holiday and playful exploration, helping students overcome inertia and respond with deeper thinking rather than formulaic 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\nNote·7p.;Published by Bobbs-Merrili Company.Indianapolis,Ind.  \nJournal Cit-Education;v89 n2p136-41 Nov-Dec 1968  \nEDRS Price MF-S0.25 HC-$0.45  \nDescriptors-Childrens Books,Creative Reading.Creative Teaching.*Elementary Education.English Instruction,Literature.+Literature Appreciation,Reading Development,Student Development,*Student Motivation,*Teaching Methods  \nTo actively and pleasurably involve children in a wide variety of literature,ateacher can follow a World's Fair model\"to broaden each child's language abilitywhile guiding him through the genres.The child.encouraged to develop an \"allocentricmode of perception,extends himself as he might at a fair to take in new objects andinformation for self-satisfaction.The teacher is free to explore with his students newchildren's books and to develop a wide repertcire of teaching strategies which,likethe various exhibits at the Fair.will challenge each child,bring him out of his inertia.and stimulate his thinking in depth.(JM)  \n旗  \n99033003  \n√3  \nEducation  \nCONTENTS  \nfoature Section  \nTho Changing Language Arts Program  \nGuest Editor,Hazel C.HartAssociate Professor of EducationButler UniversityIndianapolis,Indiana  \nInfluence of Speech on Language Development.…William Gombar 99Teaching Listening in the Elementary School Paul M.Hollingsworth 103New Dimensions in Paragraph Instruction…………Edna L.Furness 105Teaching Reading in the Elementary  \nSchool  …  ………….Byron Callaway and Oscar T.Jaruis 112Informal Reading Skills Inventories.…     ….Leo M.Schell 117Teaching Readiness for Reading to the Immature………Shirley Levine 121Enriching Reading for Pupils of  \nVaried Abilities ………        ----…Nicholas P.Criscuolo 124Students'Reasons for Becoming Better Readers ……Ruth Strang 127Research on Spelling and Phonetic …………………Patrick Grof 132Teaching Literature in the Elementary Scho   Naomi Gilpatrick 136Teaching Literature in the Secondary Scho....Roderick M.Kippen 142Our Students“Share the Wealth”Helen O'Leary and Masha Rudman 144  \nSpecial Articles  \n.Why Many Leave the Profession of Teaching…Samuel D.Aven 147Our Public Schools Still Far from Being Fre ……………A.R.Mead 149State Control of Private Educatio.………………………James L.Schott 153The Decision-Making Approach to the Study of  \nAmerican Government ……    …………………Robert E.·Cleary 157Controlled Group Guidance ………………………  Benjamin J.Novak 162Antecedent Relationships to High School Dropout  \nor Graduation…………      ……  ……Dee Norman Lloyd 166A Larger Concept of Counseling Louis J.Cantoni and Lucile Cantoni 169Child Training in the U.S.S.R.…    ……Certrude Hildreth 173  \nMonthiy Departments  \nLeader in Education:Elizabeth Duncan Koontz……   ……182What Schools Are Doing-Improving  \nSpelling Instruction ……     ……  …………Guy Wagner 183Viwepoints-What's the Purpose?……   ……Earl H.Hanson 190Book Review.……  ……………………………William P.Sears,Jr.191  \nPOSITION OR POLICY.Teaching Literaturein the Elementary School  \nA\"Model\"for Wide-Reading  \nEven with its scope ever growing,thequality of literature-exploration be-comes different once the model forviewing it is that of the World's Fair.The model admits the current knowl-edge explosion,erupting even into thechildren's field where three thousandnew children's books are published eachyear,highlighted by five hundred re-issues of “classics”in pyrotechnic foun-tains against the sky.But the modelsuggests an attitude for structuring thismonumental quantity that takes awaya sense of impotence before sheermassiveness.Part of the creative act ofteaching is the making of “models”tohelp one convey both the spirit andthe letter of what is taught.This model  \nERIC  \nNAOMI GILPATRICKAssistant Professor of EnglishPaterson State CollegeWayne,New Jersey  \nA N“openness”of approach to the encounter with children's literature needsAthe expectancy and wonder that would be felt i","cbCaip4M6vQBqQFS","https://ap.wps.com/l/cbCaip4M6vQBqQFS","pdf",395845,"English","# Position or Policy: Teaching Literature in the Elementary School\n## A \"Model\" for Wide-Reading","[{\"question\":\"What is the “World’s Fair” model for teaching literature?\",\"answer\":\"It uses the structure and spirit of a World’s Fair to involve children in wide reading, encouraging exploration across genres while building language ability and literary appreciation.\"},{\"question\":\"How does an “open” approach differ from a “closed” approach?\",\"answer\":\"An “open” approach centers expectancy and wonder, exploring beyond narrow grade requirements. A “closed” approach focuses on familiar titles and predictable book reports, which limits meaningful engagement.\"},{\"question\":\"Why does the model emphasize “play” and anticipation?\",\"answer\":\"It introduces learning incentives through a sense of holiday and playful exploration, helping students overcome inertia and respond with deeper thinking rather than formulaic answers.\"}]","Teaching Literature in the Elementary School - A \"Model\" for Wide-Reading | PDF",12]